Quad Function Unit Test

Written Response Scoring Guide: v1

1. a.
Score General Description Specific Description
NR No response is provided
0 In the response, the student does not address the question or - Student incorrectly states the time it took for the ball to reach the maximum height.
provides a solution that is invalid
0.5 - Student states the time it took for the ball to reach the maximum height rounded to the
nearest whole number.
1 In the response, the student applies appropriate mathematical - Student states the time it took for the ball to reach the maximum height rounded to the
knowledge to find a complete and correct solution. nearest hundredth.

b.
Score General Description Specific Description
NR No response is provided
0 In the response, the student does not address the question or - Student incorrectly states the maximum height.
provides a solution that is invalid
0.5 - Student states the maximum height rounded to the nearest whole number.

1 In the response, the student applies appropriate mathematical - Student states the maximum height rounded to the nearest hundredth.
knowledge to find a complete and correct solution.

c.
Score General Description Specific Description
NR No response is provided
0 In the response, the student does not address the question or - Student incorrectly states the domain and range.
provides a solution that is invalid
0.5 - Student states domain correctly.
- Student states range correctly.
1 In the response, the student applies appropriate mathematical - Student recognizes real life function and states domain and range correctly.
knowledge to find a complete and correct solution.
Quad Function Unit Test
Written Response Scoring Guide: v1
2.
Score General Description Specific Description
NR No response is provided
0 In the response, the student does not address the question or provides a solution - Student provides an answer that does not pertain to any type of
that is invalid. transformation of a quadratic function.
- Student provides 3 incorrect transformations.
0.5 - Student provides one transformation with correct terminology, but includes
the wrong positive/negative sign or the wrong direction of transformation.
1 In the response, the student demonstrates minimal mathematical understanding of - Student provides one correct transformation, and either two incorrect
the problem by applying an appropriate strategy or some relevant mathematical transformations, one incorrect transformation and one blank, or two
knowledge to complete initial stages of a solution. transformations left blank.
- Student provides two transformations with correct terminology, but includes
the wrong positive/negative sign or the wrong direction of transformation.
1.5 - Student provides one correct transformation, and one transformation with
correct terminology but incorrect positive/negative sign or direction of
transformation.
- Student provides three transformations with correct terminology, but
includes the wrong positive/negative sign or the wrong direction of
transformation.
2 In the response, the student demonstrates good mathematical understanding of - Student provides correct answers for 2 transformations, and the third is
the problem by applying an appropriate strategy or relevant mathematical either blank, or filled in with the incorrect transformation.
knowledge to find a partial solution.
2.5 - Student provides correct answers for 2 transformations using correct
mathematical terminology; third answer has the correct transformation with
an incorrect positive or negative sign/direction.
- Student provides correct answers for both stretch and reflection, but only
either the horizontal translation or the vertical translation but not both.
3 In the response, the student demonstrates complete mathematical understanding - Student clearly and concisely provides evidence of understanding towards
of the problem by applying an appropriate strategy or relevant mathematical stretch, reflection and translations of quadratic functions using correct,
knowledge to find a complete and correct solution. mathematical terminology.
Quad Function Unit Test
Written Response Scoring Guide: v1

3.
Score General Description Specific Description
NR No response is provided
In the response, the student does not address the question or provides a - Student provides an answer that does not pertain to determining an equation of
0
solution that is invalid. a quadratic function in vertex form.
- Student provides only a correct vertex form equation, but with no work to show
for it.
0.5
- Student provides beginning of correct sequence using the given point, and vertex,
but neglects to complete the answer.
In the response, the student demonstrates basic mathematical understanding - Student provides answer beginning with the correct sequence, but includes
1 of the problem by applying an appropriate strategy or relevant mathematical multiple algebraic errors, so the ‘a’ value, and final equation are incorrect.
knowledge to find a partial solution
- Student provides a clear and complete answer with sufficient evidence of
understanding towards finding the ‘a’ value of a quadratic function in vertex form,
1.5 yet does not complete the question by providing the equation.
- Student provides a complete answer by finding the ‘a’ value and inputting it into
a vertex form equation, but with a minor algebraic error.
In the response, the student demonstrates complete mathematical - Student provides a clear and complete answer with sufficient evidence of
2 understanding of the problem by applying an appropriate strategy or relevant understanding towards finding the ‘a’ value of a quadratic function in vertex form,
mathematical knowledge to find a complete and correct solution. and inputting the value into the vertex form equation.

4.
Score General Description Specific Description
NR No response is provided
- Students don’t show any work towards the question and write down the
In the response, the student does not address the question or provides a solution that wrong answer.
0
is invalid. - Students does a sequence of steps that provide no evidence of
understanding towards finding the standard form equation in vertex form.
- Student provides correct vertex form, but with no work to backup how
0.5 they got to the answer.
-
In the response, the student demonstrates basic mathematical understanding of the - Student provides answer beginning with the correct sequence, but
1 problem by applying an appropriate strategy or relevant mathematical knowledge to includes multiple algebraic errors, so the vertex form comes out incorrect.
find a partial solution
- Student shows sufficient evidence toward understanding of converting
standard form functions to vertex form but include minor algebraic error
1.5
that results in an incorrect answer.
Quad Function Unit Test
Written Response Scoring Guide: v1
In the response, the student demonstrates complete mathematical understanding of - Student shows sufficient evidence toward understanding of converting
2 the problem by applying an appropriate strategy or relevant mathematical knowledge standard form functions to vertex form in their work and provide the
to find a complete and correct solution. correct answer.
5.
Score General Description Specific Description
NR No response is provided
- Answer provided discusses properties that do not pertain
0 In the response, the student does not address the question or provides a solution that is invalid.
to vertex or standard form equations.
- Student provides only one similarity between vertex and
standard form.
0.5
- Student provides only one difference between vertex and
standard form.
- Student provides only 2 similarities between vertex and
standard form.
In the response, the student demonstrates basic mathematical understanding of the problem by
1 - Student provides only 2 differences between standard
applying an appropriate strategy or relevant mathematical knowledge to find a partial solution
and vertex form.
- Student provides only one similarity and one difference.
- Student provides 2 similarities and one difference
1.5
- Student provides 2 differences and one similarity.
In the response, the student demonstrates complete mathematical understanding of the problem by - Student provides answer that contains two differences
2 applying an appropriate strategy or relevant mathematical knowledge to find a complete and correct and two similarities that pertain to vertex and standard
solution. form.
Quad Function Unit Test
Written Response Scoring Guide: v1

6.
Score General Description
NR No response is provided
0 In the response, the student does not address the question or
provides a solution that is invalid.
0.5
1 In the response, the student demonstrates minimal mathematical
understanding of the problem by applying an appropriate strategy
or some relevant mathematical knowledge to complete initial
stages of a solution.
1.5
2 In the response, the student demonstrates mediocre mathematical
understanding of the problem by applying an appropriate strategy
or relevant mathematical knowledge to find a partial solution.
2.5
3 In the response, the student demonstrates good mathematical
understanding of the problem by applying an appropriate strategy
or relevant mathematical knowledge to find a complete and
correct solution.
3.5
4 In the response, the student demonstrates complete mathematical
understanding of the problem by applying an appropriate strategy
or relevant mathematical knowledge to find a complete and
correct solution.
Specific Description
- Student shows no work and provides an incorrect answer.
- Student provides work that pertains to a different type of question with incorrect answer.
- Student shows no work and provides either correct dimensions, or correct maximum area.
- Student shows correct adjusted perimeter equation and adjusted area equation.
- Student shows correct adjusted perimeter and area equations, but proceed to complete a
sequence of steps that do not pertain to completing the square or finding the maximum
area/dimensions.
- Student shows no work yet provides correct dimensions, and correct maximum area.
- Student shows correct adjusted perimeter/area equations and a beginning to the sequence of
steps but either make multiple algebraic errors, or neglect to complete the answer which leads
to no dimension or maximum area answers.
- Student shows correct adjusted perimeter/area equations and a beginning to the sequence of
steps but make some algebraic errors that result in incorrect dimensions/maximum area.
- Student provides incorrect adjusted perimeter/area equations, but the sequence of steps to
complete the square are correct.
- Student provides correct answer but provides minimal amount of work to back up their
answers.
- Student provides evidence to show understanding on how to complete the square, but
concludes the answer by only stating the vertex as the final answer.
- Student shows correct answer but includes limited work, such as no adjusted perimeter/area
equations, or not showing complete steps of completing the square.
- Student shows correct steps, with correct numbers, while completing the square with minor
error in algebraic processes, but neglects concluding sentence.
- Student shows correct steps, to get the correct answer, but only indicates either dimensions
or maximum area, and neglects concluding sentence.
- Student shows correct steps, with correct numbers, while completing the square with minor
error in algebraic processes, but includes concluding sentence.
- Student shows sufficient evidence in understanding and how to get to necessary dimensions
for maximum area, but neglects the concluding sentence.
- Student shows correct steps, to get the correct answer, but only indicates either dimensions
or maximum area, yet includes concluding sentence.
- Student provides sufficient evidence in understanding by displaying developed equations,
showing standard form function, completing the square, finding vertex form, using vertex form
to find the dimensions, and maximum area, and finishing with a concluding sentence.
- Answer is clear, concise and complete.
Quad Function Unit Test
Written Response Scoring Guide: v1

7.
Score General Description Specific Description
NR No response is provided
0 In the response, the student does not address the question or - Student shows no work and provides an incorrect answer.
provides a solution that is invalid. - Student provides work that pertains to a different type of question with incorrect answer.
0.5 - Student shows no work yet provides either correct new price, or correct maximum revenue.
- Student shows correct adjusted cost equation and adjusted number of vehicles equation.
- Student shows correct adjusted cost and number of vehicle equations, but proceed to
complete a sequence of steps that do not pertain to completing the square or finding the new
cost/maximum revenue.
1 In the response, the student demonstrates minimal mathematical - Student shows no work yet provides correct new price, and correct maximum revenue.
understanding of the problem by applying an appropriate strategy - Student shows correct adjusted cost/number of vehicle equations and a beginning to the
or some relevant mathematical knowledge to complete initial sequence of steps but either make multiple algebraic errors, or neglect to complete the answer
stages of a solution. which leads to no dimension or maximum area answers.
1.5 - Student shows correct adjusted cost/number of vehicle equations and a beginning to the
sequence of steps but make some algebraic errors that result in incorrect new cost/maximum
revenue.
2 In the response, the student demonstrates mediocre mathematical - Student provides incorrect adjusted cost/number of vehicle equations, but the sequence of
understanding of the problem by applying an appropriate strategy steps to complete the square are correct.
or relevant mathematical knowledge to find a partial solution. - Student provides correct answer but provides minimal amount of work to back up their
answers.
2.5 - Student provides evidence to show understanding on how to complete the square, but
concludes the answer by only stating the vertex as the final answer.
- Student shows correct answer but includes limited work, such as no adjusted cost/number of
vehicle equations, or not showing complete steps of completing the square.
3 In the response, the student demonstrates good mathematical - Student shows correct steps, with correct numbers, while completing the square with minor
understanding of the problem by applying an appropriate strategy error in algebraic processes, but neglects concluding sentence.
or relevant mathematical knowledge to find a complete and - Student shows correct steps, to get the correct answer, but only indicates either new cost or
correct solution. maximum revenue, and neglects concluding sentence.
3.5 - Student shows correct steps, with correct numbers, while completing the square with minor
error in algebraic processes, but includes concluding sentence.
- Student shows sufficient evidence in understanding and how to get to necessary new cost for
maximum revenue, but neglects the concluding sentence.
- Student shows correct steps, to get the correct answer, but only indicates either new cost or
maximum revenue, yet includes concluding sentence.
Quad Function Unit Test
Written Response Scoring Guide: v1
4 In the response, the student demonstrates complete mathematical
understanding of the problem by applying an appropriate strategy
or relevant mathematical knowledge to find a complete and
correct solution.
- Student provides sufficient evidence in understanding by displaying developed equations,
showing standard form function, completing the square, finding vertex form, using vertex form
to find the new price, and maximum revenue, and finishing with a concluding sentence.
- Answer is clear, concise and complete.